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Life's ups and downs, Past Simple - Elementary level

Life's ups and downs, Past Simple Elementary level

Description

In this lesson, students are going to read a text named "Oprah, TV Star and Billionaire" and learn some vocabulary based on it. In the lead-in stage, the students are going to watch a video titled "Oprah Winfrey 2011 Bloopers Blunders And Funniest Moments" to generate interest and introduce a context for the reading. Later on, I'm going to pre-teach vocabulary, matching pictures and teaching in order to reduce barriers to understanding the text. After that, the students are going to look at the picture in the text and make predictions about Oprah Winfrey. For the while-reading stage, the students are going to read for gist and match the titles with the paragraphs to get a global understanding of the text. Afterwards, in order to read for detail, they are going to answer true or false questions so that the students are going to gain a deeper, more comprehensive, understanding of the text. And for the post-reading stage, the students are going create an interview with Oprah and role-play with each other to practice other skills based on their understanding of the text.

Main Aims

To provide gist, detailed and deduction reading practice using a text about Oprah Winfrey in the context of her life, how she became a billionaire

Subsidiary Aims

To provide fluency and accuracy speaking practice in a Conversation in the context of interview with a famous person

Procedure (42-53 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-In order to generate interest and introduce a context for the reading, start the lesson with the video clip named "Oprah Winfrey 2011 Bloopers Blunders And Funniest Moments".
-Before playing the video give students instructions to watch the video clip and tell you what it is about.
-Let the students discuss with their partners for 1 minute and provide F/B.

Pre-Reading/Pre-teach Vocabulary (12-15 minutes) • To prepare students for the text and make it accessible

-To reduce barriers to understanding the text pre-teach vocabulary based on the text.
-Teach the word "rich" by showing the picture of Richie Rich who was a comic book character.
-Elicit the meaning and provide CCQs with the following questions:
-Is Richie Rich rich? Yes.
- Does he have money? Yes.
-Can he buy a car? Yes.
-Drill the word with the students.
-And write it on the board clarifying the form of speech.
-Teach the word "charity" by showing some logos of famous charities in Turkey and in the world.
-Elicit the meaning and provide CCQs with the questions below:
-Do they help people? Yes.
-Are charities bad or good organizations? Good.
- Is UNICEF a charity? Yes.
-Practice drilling the word with the students.
-And write it on the board clarifying the form of speech.
-Elicit the word "famous" giving example of famous people in Turkey.
-Ask CCQs :
-Do people know me when I’m rich? Yes.
-Do only my friends or many people know me? Many people.
-Practice drilling and write the word on the board with the form of speech.
-Elicit the meaning of "poor" by showing some poor people's pictures.
-Provide CCQs with the following questions:
-Do I have money when I’m poor? No.
- Am I rich? No.
-Practice drilling the word and write it down on the board providing the stress.
-Teach and elicit the meaning of "look after" by creating a context.
-CCQs:
-Do I give food to the cat when I look after it? Yes. (CCQs are from the context)
-Do I leave her in the street? No.
-Drill the word with the students.
-Write the word on the board and elicit the form of speech.
-Elicit the word clever by giving example of Einstein.
-Provide CCQs:
-Is Einstein clever or stupid? Clever.
-Can clever people understand easily? Yes.
-Drilling and writing the word with its stress and form of speech.
-Teach "receive a scholarship" eliciting the word from the students by creating a context.
-CCQs:
-When you receive a scholarship, do you give money to the school? No.
-Can clever people receive a scholarship easily? Yes.
-Drilling and writing the word with its stress and form of speech.
-Elicit the meaning of "local" by bringing local newspapers to the classroom as realia.
-CCQs:
-Is Yeni Asir a local newspaper? Yes.
-Is Izmir Fm a local radio station? Yes.
-Is Power Fm a local radio station? No.
-Provide drilling.
-Write the word down on the board, emphasize the stress and give the form of speech.
-As a last word elicit the meaning of "interview" by showing an interview picture of a famous person.
-Provide CCQs with the following ones:
-Do people answer questions in the interview? Yes.
-Do they answer for their friends or for a newspaper or TV show etc.? For a newspaper or TV show etc.
-Provide drilling with the students.
-Write the word down on the board, emphasize the stress and give the form of speech.

Predictions about the text (2-3 minutes) • To activate schemata and prepare students for the text

-Get the students look at the picture of American TV star Oprah Winfrey and ask if they know anything about her.
-Let them discuss with their partners.

While-Reading / Skimming (7-8 minutes) • To get the students have a global understanding of the text

-Give ss the reading text hand-out.
-Let them read for gist.
-Get them match the titles with the suitable paragraphs.
-Let them compare the answers with their partners.
Put the answer key outside of the class and get them check their answers.

While-Reading / Reading for Detail (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

-In order to enable the students to gain a deeper, more comprehensive, understanding of the text, give true/false handouts to the students.
-Let them do it individually and compare their answers with their peers.
-F/B as WC and get them give you the reasons of false statements.
-Put the answer keys under their chairs and get them check their answers.

Post reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

-Give some flash cards with the questions on it and get the students to create an interview with Oprah Winfrey.
-One student is going to be Oprah Winfrey and the other is interviewer.
-Give them 3-4 minutes to prepare and let them role play with their partners.
-Monitor closely and provide delayed F/B.